Browsing by Subject "student teachers"

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  • Viinikka, Kaisa; Ubani, Martin; Lipiäinen, Tuuli; Kallioniemi, Arto (2019)
    This study investigates religious education (hereinafter referred to as “RE”) student teachers’ perceptions about what constitutes a successful teacher in the next 20-30 years. The study focuses on RE student teachers in teacher education in Finland. The students were studied in the light of a 21st century skills framework. The data were gathered using a questionnaire (N=43) and interviews (n=8). The analysis of the interviews was deductive content analysis with a quantification of the results. There were several results from the study. For instance, the RE student teachers’ expectations of professional development are connected to their perceptions of the task requirements. The RE student teachers perceived all kinds of interaction skills as an essential part of RE teacher competence in the future along with dialogue skills. The RE student teachers also emphasised learning to learn and critical thinking skills as the core skills of a successful RE teacher in the future. The participants seemed to highlight all the different literacy skills (information, media, technology and religious) as the core skills of a successful RE teacher. Especially religious literacy was considered to be a key skill in the competence of the RE teacher in the future.
  • Elstad, Eyvind; Juuti, Kalle; Christophersen, Knut-Andreas; Solhaug, Trond; Turmo, Are (2021)
    The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.
  • Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne (2017)
    Studying to become a teacher is a highly emotional experience. Nevertheless, little is known about emotional patterns and emotional change. The aim of this study is to enhance the understanding of student teachers' academic emotions by exploring patterns of emotions experienced in emotionally loaded episodes. A total of 19 primary school student teachers were interviewed. The qualitative content analysis revealed five different emotional patterns: positive, negative, ascending, descending and changing. Most of the emotional patterns were positive or changing in nature. Yet all the emotional patterns were highly focused on studying and learning. Moreover, the patterns were experienced equally in short, medium-length and long episodes. Our study showed that emotional patterns were triggered by various task-related elements of teacher education: most commonly, fulfilled or unfilled expectations, sufficient or insufficient abilities, and experiences of social support received or not received.
  • Portaankorva-Koivisto, Päivi; Grevholm, Barbro (2019)
    Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N= 188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that student teachers have in terms of teaching and being a teacher. The metaphors that mathematics student teachers produced illustrated their identity processes and their emerging identity as a mathematics teacher.
  • Wolff, Lili-Ann; Skarstein, Tuula H. (2020)
    To understand biodiversity, it is crucial to have knowledge of different species and their life conditions. Biodiversity learning for children starts with observing plants and animals in the neighborhood. Therefore, it is important that early childhood (EC) teachers know the local nature. There are few studies on species knowledge among EC student teachers but results from a Norwegian study show that although EC student teachers had poor species knowledge when entering university, their knowledge increased remarkably during their studies. Based on these results, the current study investigates the implementation of species learning in an EC teacher education course in Finland. Our aim was to study the student teachers’ species identification skills, their views on the importance of species knowledge, and their experiences of species learning. The study used a mixed-methods approach and included species identification tests, a questionnaire, learning diaries, and focus group interviews. The results show that the student teachers were eager to learn about species. They found species learning important both for EC teachers and for sustainability, and they appreciated learning about species in a broad sense, from personal, educational, and social perspectives. Our conclusion is that implementing species knowledge in EC teacher education promotes an interest in the natural world and may form a significant contribution to nature and sustainability education for EC teachers.
  • Hirsto, Laura (2019)
    The aim of this paper was to investigate Finnish theology students’ and teacher education students’ experiences of the learning environment provided by their faculty in relation to their personal worldview. Previous research supports the theoretical idea that religious questions are intertwined in the personal worldviews and values of students and, in turn, affect their motivational constructs. In this study, first and second-year higher education students of theology and teacher education responded to a questionnaire concerning religious or ideological perspectives on their personal worldviews and their experienced position in the learning environment as part of the religious majority or minority. According to the results, theology students experienced that their personal worldviews had affected their goals and that they were more committed to their personal worldview than teacher education students. However, teacher education students reported significantly higher certainty in career choice. Among teacher education students, male students reported more often than female students that they were committed to their personal worldview and that their personal worldview had affected their goals. The effects of personal worldview on goals and commitment to one’s personal worldview varied significantly in terms of majority, minority, and non-religious group among both teacher education students and theology students. Members of majority and minority and non-religious groups thought differently about the importance of privacy in personal perspectives on religion and spirituality. Certainty of career choice varied significantly between religious minority and majority groups only among theology students.